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WHEATON COLLEGE 
Founders’ Day 


- Oétober 21,1916 





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WHEATON COLLEGE 


Founders’ Day 
October 21, 1916 





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Contents 


Founders’ Day 
President Cole’s Address 


President Murlin’s Address 


Page 


15 





Founders’ Day 


OUNDERS’ DAY 1s becoming more and more 

a rallying day for the alumnae and friends of the 
college only second in importance to the functions of 
commencement week. This year (1916) it occurred on 
Saturday, October 21, and was made memorable by the 
laying of the corner-stone of the new chapel. In spite 
of the threatening weather of the morning, which kept 
many away, bright skies greeted the large company 
that assembled in the afternoon. Among the alumnae 
present was a goodly delegation from the class of 1916, 
the first class to have the whole four years of its col- 
lege course at Wheaton, and the members were en- 
thusiastically greeted as they marched past in the long 
procession of faculty and students. 

The new chapel is located between the gymnasium 
and the science building, thus completing the east- 
ern side of the quadrangle. Its “orientation ” therefore 
happens to be quite inaccordance with traditional cus- 
tom, the main entrance facing the west and the chan- 
cel occupying the east end. The building was designed 
by the architects Cram and Ferguson, of Boston, and 
fits in with the scheme laid out a number of years ago 
by Mr. Ralph Adams Cram, the consulting architect 
of the college. Wheaton naturally goes to our local 
New England colonial buildings for its architectural 
traditions, and in design the new chapel is like the 
old churches of the Georgian period. It will be a fine 


example of the style prevalent in early nineteenth 


6 WHEATON COLLEGE 


century buildings, which, though the last of their race, 
show an unsurpassed and delicate skill on the part of 
their architects in the treatment of classical detail. The 
main structure of the chapel will be of water-struck 
red brick with light trim, and the spire above the 
plain brick tower will rise to a height of one hundred 
and forty-seven feet from the ground. The interior 
will be treated in two stories, square piers below and 
Ionic columns above supporting a coved plastered 
ceiling. The wood-work and walls will be in French 
gray and white, with mahogany trimmings on the pews, 
and the windows will be filled with clear glass in small 
panes. [he combined seating capacity of the main floor 
and the galleries will be about nine hundred. An elec- 
tric organ, to be built by the Hook and Hastings Com- 
pany, of Boston, at a cost of $7500, will occupy two 
sides of the chancel, with space in the tower end of 
the chapel for later additions. 

The exercises of Saturday afternoon began with an 
impressive outdoor procession headed by trumpeters 
who played a fourteenth century air by Arcadelt, to 
which the students sang a “‘ Hymn to Alma Mater.” 
Except the seniors and the graduates of last year, who 
with the faculty and trustees were attired in academic 
costume, the students wore white dresses and bright 
colored sweaters, thus presenting a color scheme which 
vied with the autumn leaves in brilliancy and effec- . 
tiveness. Dr. William H. Warren, professor of chem- 
istry, acted as chief marshal. At the site of the new 
chapel the prayer of invocation was offered by the 


Reverend Stanley R. Fisher, of Fall River, and the 


FOUNDERS’ DAY - 


address was given by President Cole, who also per- 
formed the ceremony of laying the corner-stone. Presi- 
dent Cole in his address pointed out the singular cir- 
cumstance that this college is the first and thus far the 
only college to rise within the territory originally con- 
trolled by the Pilgrim Fathers and historically known 
as the Old Colony. In this connection the singing of 
Leonard Bacon’s hymn, 


“O God, beneath Thy guiding hand, 
Our exiled fathers crossed the sea,” 


was particularly fitting. Just before the laying of the 
corner-stone a copper box, containing various college 
publications and other articles of interest to be placed 
beneath the stone, was brought forward by Miss Elsie 
M. Murchie, president of the Student Government 
Association, accompanied by the presidents of the 
other leading student organizations. After the stone 
was declared to be “ well and properly laid,” a flourish 
of trumpets, followed by the singing of the Ze Deum, 
completed this part of the programme. 

Further exercises were then held in the gymnasium, 
the address of the occasion being delivered by Pres- 
ident Lemuel H. Murlin, of Boston University. In 
the course of his address President Murlin referred 
to the progress and high standards of Wheaton and to 
the kindly attitude toward it of the other colleges of 
the Commonwealth. Kremser’s old Dutch “ Prayer of 
Thanksgiving” and Chadwick’s ‘“O God, to whom 
we look up blindly” were sung by the choir, and the 
Scripture was read and prayer offered by the Rever- 


8 WHEATON COLLEGE 


end Frederick H. Page, D.D., of Waltham. The sing- 
ing by the choir and the entire student body, which 
constituted an impressive feature of the exercises, 
was in charge of Professor Hiram G. Tucker, the head 
of the department of music. Immediately following 
the exercises in the gymnasium there was an informal 
reception in Mary Lyon Hall. 

In speaking of the chapel President Cole said that 
it is being built ‘fon faith.” The credit of Wheaton 
is pledged to the undertaking, but to withdraw the 
necessary amount from the endowment funds would 
involve a serious draft upon the resources of the col- 
lege. he money must, therefore, be forthcoming from 
the friends of the institution. President Cole has al- 
ready announced a number of gifts, some of them the 
result of real sacrifice on the part of the donors. To 
the latter class belongs the unsolicited gift of one of 
the younger alumnae who appreciates so deeply the 
work the college is doing, and who has felt so keenly 
its need of a chapel, that out of the savings from a 
small salary, she has sent the college a check for $500. 
The students now in college are also zealously at work 
devising ways and means for swelling the chapel fund. 

It is expected that the building will be sufficiently 
near completion by June, 1917, for the commencement 
exercises to be held within its walls, though proba- 
bly not ready for dedication until Founders’ Day in 
October. 


Address 


By PREsIDENT SAMUEL V. CoLE 
of Wheaton College 


E are gathered here for the purpose of laying 

the corner-stone of our college chapel. The oc- 
casion is one of gladness, bringing as it does the reali- 
zation of a long-cherished hope and pointing to the 
larger and richer service which the college will be able 
to render in the days to come. 

In order to grasp the full significance of this cere- 
monial act we must look both backward and forward. 
We shall find our present interest connected with a 
past more distant than the personal memory of any 
one of us can reach as well as with a future that ex- 
tends to the end of time. 

Three centuries ago a company of men and women 
embarked on a small vessel and crossed the stormy 
Atlantic to these shores. They came to what would 
then be classed with the wild and remote places of the 
earth. Their object was neither wealth nor adventure. 
It was to live their lives in the simple freedom denied 
them in their English homes. It was to establish new 
homes where the highest aspirations of the soul could 
not be stifled or interfered with by the authority of 
men. In spite of peril and privation, in spite of rigidity 
of manner and meagreness of opportunity, they were 
able to grasp and utilize the essential things in the 
wisdom of the ages, building on a foundation of great 
principles their home and community life. For eleven 


10 WHEATON COLLEGE 


years after bidding farewell to England, these exiles of 
conscience, these pioneers of freedom, these pilgrims 
of hope, had tarried in the Low Countries along the 
North Sea, where they came in contact with a public 
school system, a democratic government, a religious 
spirit, and the right of every man to worship accord- 
ing to his conscience. This experience clarified and 
strengthened, if it did not in part suggest, the fruit- 
ful ideas which they brought hitherward to us, which 
they cherished and implanted forever in the customs, 
the institutions, and the laws of this mighty land. The 
region of New England in which they wrought them 
out and made them available for other regions—the 
region consecrated by their presence, their lofty pur- 
poses, and their enduring achievements—was terri- 
torially exceeding small, but historically has become 
exceeding great; and it is our inspiration to know that 
the spot on which we are standing to-day constitutes a 
part of it—a part of the Old Colony once controlled 
by the Pilgrim Fathers. 

Although theirimperishable and transformingideas 
have been disseminated by educational and religious 
agencies throughout the land, the singular circum- 
stance remains that Wheaton College was the first and 
is thus far the only college, this chapel the first and 
thus far the only college chapel, to arise within the 
limits of that original territory from which so vital and 
far-reaching an influence, like a river from its foun- 
tain head, has gone forth into the civilization of the 
Western world. Wheaton College stands for all that 
was best and broadening and uplifting in the life and 


FOUNDERS’ DAY II 


the ideas of the men and women who created and 
bequeathed to us the splendid heritage that popular 
education, a democratic spirit, and religious freedom 
will never again be successfully called into question. 

It stands for education. And it takes that word in 
the deepest and broadest sense to include both cul- 
ture and service in the final result. The individual is 
a personality to be developed, not, however, as a self- 
contained and isolated entity, but as a human being 
vitally connected with the social order. Adequate pre- 
paration, a worthy aim, and downright honest work 
are required of those who would reach the standards 
of the college and receive its degrees. 

It stands for the democratic spirit. The only aris- 
tocracy it recognizes is the aristocracy of personal 
worth. It believes in opportunity for all rather than 
in special privilege for the few. Within its walls no 
secret societies are allowed; things go by merit rather 
than by favor; better passports than money or family 
influence are character, scholarship, and service. 

It stands for religious freedom. The college is un- 
sectarian: Jew and Gentile, Catholic and Protestant, 
Orthodox and Liberal are in no way at a disadvantage 
in the college life because of their theological opinions 
or their religious affiliations. They find— perhaps to 
their surprise — how much is held in common by ear- 
nest souls the world over. The corner-stone of our re- 
ligious system is the great doctrine: “‘ Thou shalt love 
the Lord thy God with all thy heart, and with all thy 
soul, and with all thy strength, and with all thy mind; 
and thy neighbour as thyself.” 


12 WHEATON COLLEGE 


And finally it stands for conscience and the religious 
spirit. The fact is one we may fittingly emphasize to- 
day. The building rising here will keep it constantly 
before our minds. The star that shines in our college 
seal will forever suggest the reason. 

On the grounds of one of our New England col- 
leges may be found a sun-dial bearing the inscription, 
“* Nil nisi coelesti radio,” which, freely rendered, might 
read: “ Useless without a ray from heaven.” The same 
words might be placed with equal truth above the 
portals of this and every other college, written on the 
forehead of every person, spread upon the material 
wealth of every country, inscribed on all the results 
of man’s labor and thought in every field of activity 
since the world began, yea, stamped in letters as huge 
and indelible as mountain chains on the great globe 
itself, —useless, all useless, without the illuminating 
and directing power of the spirit of life, without the 
idealism that turns existence into life and makes us 
sacrifice to the uttermost, if need be, in the pursuit 
of noble aims. 

Whenever this heavenly ray fails us disaster begins. 
The troubles and confusion of the world to-day are 
traceable to that cause. We have been building the 
base for our sun-dial something costly, magnificent, 
marvelous, as witness the achievements of science, 
knowledge, and efficiency undreamed of till our day 
—we have been building the base, but building it in 
the shadow. We have been too much absorbed in 
material things and forgetful of the ray from heaven 
that alone can give them worth. 


FOUNDERS’ DAY 13 


The colleges as truly as the churches are guardians 
of our highest ideals and must come to the rescuenow. 
I do not hesitate to say that education untouched by 
moral aim or religious faith is no education at all. It 
is for the college to point to the goal aswell as equip for 
the race; knowledge and power must be put to worthy 
uses; the greatest need of this age, as of every age, is 
direction and inspiration. And that direction is toward 
the development of the individual, personally and so- 
cially, in a way to make this a better world to live in. 

We must therefore foster the moral and religious 
life. This can be done, not so much through any re- 
quired courses in a college curriculum intellectually 
pursued, as by the presentation of right ideals and 
through contact with the finer graces of the spirit 
revealed in personal lives. Religion is not one of sev- 
eral departments in a college course, like Latin, for ex- 
ample, or mathematics, or English; or one of several 
business occupations in the world. It is not a sepa- 
rate thing at all, but a power, a spirit, a principle, con- 
trolling the whole. It is truth and it is life, whatever 
we do and wherever we are. 

Weare dealing, then, with the future as well as with 
the present and the past in the exercises of this hour. 
The things for which the college stands are not hedged 
about by any limitations of time. No one of us even 
in imagination may set the bounds to the influence of 
the principles I have named and say, ‘‘ Thus far shalt 
thou come and no farther.” The college generations 
will come and go, but the college world itself will go 
on forever. 


14 WHEATON COLLEGE 


This building with its foundations solid on the earth 
and with its dominating spire pointing to the stars 
and the infinite beyond will symbolize the supreme 
ideal for every soul and prove an effective instrument 
in helping to its attainment. Here through the com- 
ing years let it stand for the great principles that mean 
the way and the truth and the life. 


Address 


By PreEsiIpDENT LEMUEL H. Mur.Iin 
of Boston University 


AM honored in being asked to be the bearer of a 
brief message to Wheaton College on this Found- 
ers’ Day. And, first ofall, greetings from Boston Uni- 
versity, the first institution in America, if not in the 
world, to open to men and women on equal terms, 
not only the entire circle of the liberal arts, but also 
at the same time the entire circle of the great colle- 
giate professional schools. So far as my information 
goes, we were the first in the world to lift every tra- 
ditional scholastic bar and ban against women as wo- 
men. We were the first in America, if not in the world, 
to confer upona woman— Helen Magill, wife of Presi- 
dent Andrew White of Cornell University, American 
Ambassador to Germany —the degree of Doctor of 
Philosophy. Upon the gifted Ann Oliver, A.B., we 
conferred what is believed to have been the first de- 
gree in theology ever won in course, or in any way, 
by a woman. I have not the data to verify the further 
statement that we were the first university to confer 
upon women a degree in law or medicine; but I am 
under the impression that this statement is true. We 
have, therefore, peculiar interest in the progress of all 
educational programmes for women. 
I have just come from a round of educational fes- 
tivals—inaugurations of presidents and celebrations 
of college birthday anniversaries—in the East and the 


16 WHEATON COLLEGE 


West. Once more I have heard the subject of educa- 
tion discussed in all its aspects. It has been said that 
education is America’s chief industry, but when we 
remember that we spend more for the saloon than 
we do for education, our pride is somewhat humbled, 
our serenity is somewhat disturbed; nevertheless, ap- 
preciation of education and of colleges such as Whea- 
ton 1s growing even in this busy, materialistic, indus- 
trial time. A million dollar high school building set on 
a hill is not an infrequent object of interest and pride 
in many an American city; and this is illustrative of 
what is going on in all of our American cities, and 1l- 
lustrative of what is going on all over America. I con- 
gratulate you, that, in this groundswell of ever-increas- 
ing interest in education, Wheaton, having served its 
day and generation well as a seminary, has quietly but 
efficiently taken its place among the colleges of the 
country. 

And I congratulate you that you are so beautifully 
located in the country, “where one can hear the heart 
of Nature beat.” Coming from a city institution whose 
only campus is the streets, sidewalks, and parks of the 
city, an institution pressed on all sides by the surging 
life of people breathing the atmosphere of commer- 
cialism, I can appreciate, perhaps more than you who 
have grown so accustomed to it, the sense of quiet, 
beauty, sweetness, light, and repose which is yours, 
and which enables you to do your work under nor- 
mal and happy conditions. Believing thoroughly in 
the municipal university, and giving my life to the 
upbuilding of such a type of educational institution, 


FOUNDERS’ DAY 17 


I nevertheless just as thoroughly believe in the small 
college in the country, to one of which I have given 
seventeen years of delightful and most rewarding ser- 
vice; and I congratulate you, faculty and students, 
that your Jot has been cast in so pleasant a place as 
Norton and Wheaton College. 

Congratulations are due you, too, because you area 
small college. Here you are one family, as it were, liv- 
ing and working together, the student life being en- 
riched by personal associations and charming fellow- 
ships with.men and women of high and noble think- 
ing. You will grow larger as a college—you deserve 
to grow larger—and the educational demands of our 
American life will require you to grow larger, perhaps 
even against your will; buildings and equipment will 
increase; the faculty will enlarge; the number of stu- 
dents will multiply. It is to be hoped, however, that 
the spirit and ideals of the small college will have be- 
come so vital and integral a part of your developing 
life that Wheaton will ever render that high service 
in the field of education which only the small college 
can give. 

I bring you assurances, too, that you have the good 
will of your co-workers in the field of education. Com- 
ing as a stranger to New England five years ago and 
making my first intimate acquaintance with its edu- 
cational situation, I was strongly impressed with the 
frequent kindly references to this, the youngest of 
the colleges in New England. The men’s colleges, of 
course, were chivalrous enough; but Mt. Holyoke 
and Wellesley and Radcliffe, competitors in the same 


18 WHEATON COLLEGE 


field, had each its good and cordial word to say; and 
once in a meeting of college presidents called by the 
governor of the Commonwealth, who was seeking ad- 
vice as to certain educational policies for the state, 
do I recall the frequent kindly references to Wheaton 
Seminary and the certainty felt that the institution 
would render an equally fine quality of service in the 
field of college education which it was about to enter. 
... And the good will of other colleges and of other 
educators is an asset of no small value for any college. 
This good will toward you among your associates has 
been due to the fact that you are modestly, earnestly, 
sincerely, and intelligently doing the work ofa college. 


You are exceedingly fortunate in your history. Whea- 
ton was conceived in a sanctified passion and born in 
a holy purpose; it was nurtured through its early years 
by the tender love of women and the strong devotion 
of men. To all this care it beautifully responded. It 
possesses rich, full life, though only at the beginning 
of its career of higher usefulness and larger service. It 
has gathered here a group of men and women who 
have the vision and who have been inspired by the 
ideals of the Founders themselves. With an equally — 
clear understanding of our times and its needs, they 
are carrying forward, in the true spirit of the Found- 
ers, this great adventure. 

It is a matter of much satisfaction that, with the 
memory of the great personalities who enriched this 
institution with their fine ideals, making the present 


FOUNDERS’ DAY 19 


life and work of the college so rich and vibrant, never- 
theless you are not bound by form. You have pre- 
served the spirit, though you have changed the form. 
You have not hesitated to change the seminary into 
a college when that seemed to give a fuller manifes- 
tation of the spirit and aims of the Founders. And 
while developing your college curriculum you have 
not been afraid to leave a place for some of the so- 
called practical studies in your openly confessed pro- 
gramme of providing a liberal education. 

I here enter earnest protest against our continuing 
the practice of trying to divorce the “cultural” and 
the “practical” in education. What God hath joined 
together Jet not man put asunder! Years ago we heard 
much of the “conflict”? between “science”’ and “ reli- 
gion.” This wild talk raged furiously throughout the 
land. Chairs were endowed in colleges and theologi- 
cal schools to reconcile this ‘‘ conflict.”” We now know 
a better thing: Genesis and Geology, rightly under- 
stood and interpreted, are two stories of the same 
truth; a religion that will not stand the scientific test 
rightly applied, is a religion not worth having or de- 
fending — indeed, is no religion at all; and a science 
that contradicts or destroys true religion 1s not science. 
The contest was not between science and religion, but 
between two muddled ideas in our muddled brains, 
and it required a long time for us to rid ourselves of 
this stupidity. 

This determination to find conflicts where no con- 
flicts exist is further illustrated by the old controversy 
between Christianity and culture. A misguided pious 


z0 WHEATON COLLEGE 


soul stood up in a college chapel once and told the 
students that in their gaining culture there was grave 
danger of their losing Christ,and that they must cleave 
to Christ even at the sacrifice of culture. The next day, 
when only sensible folks were present, the president 
told the students that thereis no alternative as between 
Christ and culture; we do not have to choose between 
two great virtues and attainments; a culture that does 
not include Christ 1s not culture at all in the best 
and truest sense; and a Christianity that is not a culti- 
vating, refining, and ennobling influence, rounding 
_ out, purifying, and making strong the whole life, is not 
Christianity nor anything else worth having. But this 
stupidity has passed into oblivion along with the other 
so-called “conflict” between science and religion. No 
one whose thinking 1s worth consideration now speaks 
of a conflict between culture and Christ; and no man 
worth hearing now discusses a conflict between science 
and religion. 

Strange to say, the air is now electric with a stupid 
debate over another supposed ‘“‘conflict:”’ this time it 
is between the“ cultural” and the “‘ vocational” in edu- 
cation. But the conflict does not lie in these two aims 
of education; we do not have to choose the one to the 
exclusion of the other. The young man or young wo- 
man does not have to say, “‘Go to, now; my condi- 
tion is such that I must pursue the vocational courses 
by which I may help support my family, or reduce 
the expenses of living, or make my home more effi- 
cient and attractive; therefore I gain no culture by 
my courses in school or college.”’ Rightly taught, the 


FOUNDERS’ DAY 21 


vocational courses are cultural in their deepest mean- 
ings and noblest results. Nor can there be an educa- 
tion that is really cultural unless its studies can be 
taught in a way to reveal some practical bearing upon 
the deeper things of our daily lives. The problem lies 
not so much in the instruments of education—the 
courses of study —as in the deeper ends and aims of 
the educational programme, in the spirit, the meth- 
ods, the atmosphere, the conditions, under which the 
educational work is carried on, and in the personal- 
ities by whom it is directed and developed. 

In the light of this position who will say that the 
study of any of the humanities—the so-called cul- 
tural subjects —1s not of practical value? The study of 
Latin and Greek —dead languages, so-called, if you 
please —is of immense practical value, and can be jus- 
tified in any institution, even in this intensely utilita- 
rian age. There is not an hour in the day of any wor- 
thy human being when he is not under obligation to 
the great civilizations represented by these two lan- 
guages; there is scarcely an act that cannot be made 
more efficient by a knowledge of the language, liter- 
ature, and philosophy of Greece and Rome. And what 
can mean more for fitting young people to take their 
true places in the world than the study of literature, 
of history, of sociology? Every one of these great 
fields of study will amply justify the time demanded 
for it in a college course because of its vital practical 
bearing upon the every-day duties of the individ- 
ual. If it be true of these, it will be the more readily 
admitted that biology, chemistry, physics, are of im- 


22 WHEATON COLLEGE 


mense practical value, and no one will deny their cul- 
tural value. And yet these latter subjects were decried 
and had an exceedingly difficult task in making their 
way into the educational programme. But at last they 
are there; laboratories are as vital a part of institu- 
tional equipment as libraries; and from the laborato- 
ries we have learned the best methods in the use of 
our libraries. 

It is so with many other subjects now seeking to 
be included in the educational programmes. Music 
had a long and severe struggle before it gained aca- 
demic respectability ; painting has hardly reached the 
goal; architecture, one of the noblest of the fine arts, 
is not decently taught in a dozen colleges in America, 
nor hasit scarcely any appreciation among us. [hesheer 
ugliness of our homes, college buildings, churches, 
business blocks, is most depressing to our civilization ; 
and the pity of itis, we do not know what is the mat- 
ter with us! 

I congratulate you on your having the spirit of dis- 
crimination and selection. Not all institutions can be 
alike, nor should they be; nor is it possible for any one 
institution to cover the whole field of human learning. 
With your situation, traditions, ideals, you give your- 
selves to a general survey of human knowledge and 
then to a few subjects which you mean to teach well; 
and your reputation is that you have achieved your 
purpose. In his inaugural address the other day Presi- 
dent Hopkins of Dartmouth College expressed the 
conviction that the college must teach fewer subjects 
and teach them better. He said this because he believed 


FOUNDERS’ DAY 23 


what I have tried here to say. It is not so much the 
subjects taught as the atmosphere and conditions under 
which they are taught. 

The great problem after all is the Teacher; for “‘as 
is the teacher, so is the school.” We must give him 
comfortable housing in which to do his work; we must 
give him laboratories and libraries; we must give him 
a salary adequate for a comfortable living, for books, 
travel, reasonable leisure, and recreation ; and we must 
assure him of a comfortable support in old age. It is 
unfair to give Mark Hopkins only a log and a boy; 
and it is unfair to the boy to give him only a log in the 
way of equipment, even if Mark Hopkins goes with 
it. This age demands for the student not only Mark 
Hopkins but an equipment worthy of Mark Hopkins. 
Equipment must have rich and strong personalities 
using it, else it is futile. That you see and realize these 
things is evidenced by all that we find about us here 
to-day. 

And now may I modify a trifle the words of another 
and recite my educational creed? I received it from 
a New England schoolmaster. Lord Brougham once 
said, as the schools of England were opening for the 
beginning of a new academic year: “‘ The schoolmaster 
is abroad in the land with his primer under his arm; 
I trust more to him for the safety and defense of the 
empire than I do to the Queen’s army and navy.” But 
the schoolmaster is something more than a defender, 
and the schoolhouse is more than a fort. It is a sanctu- 
ary and a means of the salvation of the race. I quote 


from Colonel F. W. Parker: 


24 WHEATON COLLEGE 


“T believe in universal salvation on earth through 
education; I believe that man is the demand, God is 
the supply, and the teacher 1s the mediator; and when 
the day comes that this mediation shall approach per- 
fection, the human race will enter into new life. I be- 
lieve that no teaching is worthy the name that does 
not have a moral and ethical end. There are only two 
things to study, man and nature; there is only one 
thing to study, and that is the Creator of man and 
nature,—God. The study of God’s truth and the 
application of God’s truth are the highest glory of 
man. Herein lies the path and goal of education.” 

And Wheaton College is helping to bring in that 
perfect day! 








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